基于WWT平台的天文教学模式研究

发布时间：2017-12-28 08:43

  本文关键词：基于WWT平台的天文教学模式研究　出处：《华中师范大学》2016年博士论文　论文类型：学位论文

  更多相关文章： 天文教育 教学模式 WorldWide Telescope (WWT) 信息技术 探究 科学数据 创新

【摘要】：天文学是基础科学之一,它对人类认识宇宙及发展科学技术有重要意义。天文教育需要承担起培养天文研究型人才,加强人们天文科学素养的重责。然而,我国当前天文教育的结构呈现倒挂的形式。教学过程还因教学对象的特殊性存在直接经验有限、户外观测困难、以讲授为主且缺乏趣味性和互动性、专业师资匮乏、数字化教学资源零散等困难。天文教育研究相对落后,缺乏对天文教学模式的探讨。在教育信息化快速发展的进程中,信息技术与课程整合成为我国教育改革的新视点。本研究将在先进的教育理论和思想的指导下,探讨信息技术与天文教学整合的意义和方式、天文教学模式的内容和建构方法,突破信息技术在天文教学中作为演示工具的局限性,将天文教学变革为在信息技术的支持下发挥教师主导作用又能让学生自主、探究、创新的教与学过程,提出适应多种教学目标和条件的信息化教学模式,有效改善天文教学的困境。WorldWide Telescope(以下简称WWT)是一款将空间及地面诸多大型望远镜采集的真实科学数据整合在一起,通过可视化和无缝拼接等技术形成一个“虚拟现实”的全波段数字星空软件。基于该平台,本研究建构了三种新型的天文教学模式并实施教学实践。具体研究内容、方法和结论如下：(1)从建构主义理论、多媒体学习认知理论、多元智能理论以及基于科学数据的天文教育理念出发分析信息技术与天文教学整合的意义。以WWT为典型信息技术,从技术的角度分析此平台的特点和优势。总结WWT与天文教学整合的具体方式,其中包括WWT作为学习对象、演示工具、个别辅导工具、资源环境、信息加工工具与知识建构工具、研发工具的多层次整合方式。在实际天文教学过程中将更深层次的整合作为目标。(2)按要素分析的方法解读天文教学模式的主要内容。天文教学模式的理论基础离不开信息技术与天文教学整合的理论,以及对现代教学起重要作用的学习理论；教学的目标是利用信息技术(WWT)实现既能发挥教师主导作用又能让学生自主、探究、创新的教与学方式,提高教学效果、培养天文信息素养(特别是数据素养)及其它能力；操作程序视具体的教学模式而定：实现条件则是从教师、学生、媒体、内容进行分析和补充；评价方式则注重过程性和多元性。(3)初步提出三种教学模式的建构方法。理论-演绎法是指从教学理论与教学思想出发,结合具体的教学目标设计相应教学模式的方法；借鉴-创新法是指教师借鉴已有的成熟的教学模式,结合新课程的教学内容,融会贯通地实施教学并实现创新。它包括迁移式创新和整合式创新；经验-归纳法是指教师通过长期的教学实践发现自己或他人的教学存在某种模式,按照教学模式的五要素总结出新教学模式的方法。这三种方法也是本研究建构具体天文教学模式时所采用的方法。(4)建构混合讲-探-创的天文教学模式并进行教学实践。基于大学天文选修课改革的需求,在讲授、探索、创新、混合学习等教学理论与思想的指导下,本研究利用理论-演绎法建构出此混合型模式。该模式是一种半开放式的课堂教学,既保留了传统讲授式课堂教学传授大量知识的优越性,又提供了探索式学习的机会,还为学生创作创新提供平台。在实施教学实践后,本研究分析了学生作品,发现绝大多数学生能综合利用信息技术独立创作漫游作品,展现所学知识与创意。通过问卷调查,得知学生认同WWT软件的应用、课程的设置及期末考核的方式。这些都初步证明了混合讲-探-创的天文教学模式的有效性。(5)本研究利用借鉴-创新法建构出基于项目的天文探究教学模式,结合天文学科特色提出实现条件。该模式既具备项目学习的基本特征与优势,又非常适应在当前倒挂的天文教育结构中开展教学。在实施基于大学生“探究中国古星图”项目教学实践后,本研究展开了访谈调查。结果显示,学生学习到中国星空知识和探究方法,提高了对天文的兴趣以及信息素养,证明了此天文探究教学模式的有效性。在此项目中,利用WWT可视化中国古星图是一种极具创新性的研究成果,它不仅被应用于天文教学的研究性训练,它对我国传播中国古星图文化有重要意义。(6)本研究利用经验-归纳法,基于在美国中学实施“月相与食”的WWT VizLab教学研究,建构出基于交互式漫游的天文辅导教学模式。该教学模式在VizLab教学过程中体现出辅导功能以及多种优势,例如有效避免实物模型缺陷,帮助知识建构,突破时空限制,节省教师工作量,实现自适应学习。本研究提出了辅导式交互漫游的设计框架,并衍生出练习式交互漫游。综上所述,本研究是从理论和实践两个维度对基于WorldWide Telescope的天文教学模式的建构与实践展开探索。它是根据信息技术(WWT)在天文教育中的优势,在先进的教育理念和基于科学数据的天文教育思想的指导下,以现代学习理论为基础,以教学模式为落脚点,建构天文教学的理论与实践框架。本研究提出的天文教学模式内容、建构方法以及三种具体的教学模式能被广泛应用于天文教学,体现了本研究在天文教育中的意义和教育技术学研究领域的创新。
[Abstract]:Astronomy is one of the basic sciences. It is of great significance to the understanding of the universe and the development of science and technology. Astronomy education need to undertake training of astronomical research talents, strengthen the responsibility to the people in astronomical science literacy. However, the structure of astronomical education in China is in the form of upside down. Due to the particularity of teaching objects, teaching process is limited by direct experience, difficult outdoor observation, lectures, lack of interest and interaction, lack of professional teachers and scattered digital teaching resources. The study of astronomical education is relatively backward, and there is a lack of discussion on the teaching model of astronomy. With the rapid development of education in the process of information, information technology and curriculum integration is a new perspective of China's education reform. In this study, the advanced education theory and under the guidance of the concept, content and method of construction of meaning and style, to explore the integration of information technology and the teaching of astronomy astronomy teaching mode, breakthrough of information technology as a tool and demonstrates the limitations in the astronomy teaching, teaching astronomy will change as teachers play a leading role in the support of information technology and let the students autonomy, inquiry and innovation of the teaching and learning process, put forward a variety of teaching conditions and adapt to the target information teaching pattern, improve the astronomical teaching difficulties. WorldWide Telescope (hereinafter referred to as WWT) is a real digital data collected from many large telescopes on the ground and surface. It is a virtual reality full band digital star software through visualization and seamless stitching technology. Based on this platform, three new types of astronomical teaching models are constructed and the teaching practice is implemented in this study. The specific research contents, methods and conclusions are as follows: (1) from the perspective of constructivism, multimedia learning cognition theory, multiple intelligence theory and astronomical education concept based on scientific data, the significance of integrating information technology with astronomical teaching is analyzed. Taking WWT as the typical information technology, the characteristics and advantages of this platform are analyzed from the point of view of technology. The specific ways to integrate WWT with astronomy teaching are summarized, including WWT as a learning object, presentation tools, individual tutoring tools, resources and environment, information processing tools, knowledge building tools, and R & D tools. In the actual astronomical teaching process, the integration of the deeper level will be the goal. (2) the main content of the teaching model of astronomy is interpreted according to the method of factor analysis. The theoretical basis of astronomy teaching mode cannot do without the integration of information technology and astronomical teaching theory, and plays an important role in the learning theory on modern teaching; teaching goal is to use information technology (WWT) can not only realize the teachers play a leading role and make students autonomy, inquiry and innovative way of teaching and learning, improve the teaching effect culture, astronomical information literacy (especially data literacy) and other abilities; operating procedures depending on the specific teaching mode and implementation conditions are analyzed and from teachers and students, media, content; evaluation is focused on process and diversity. (3) preliminarily put forward the construction methods of the three teaching modes. The theory of deductive method is starting from the teaching theory and teaching ideas, methods combined with specific teaching goal design corresponding teaching mode; reference innovation method refers to teachers using the existing mature teaching mode, combining with the teaching content of the new curriculum, teaching in practice and innovation to achieve mastery. It includes the migration of innovation and integrated innovation; experience induction is refers to the teacher found a pattern of themselves or others teaching through the long-term teaching practice, according to the five elements of the teaching mode and summarizes the methods of the new teaching model. These three methods are also the methods used in the construction of specific astronomical teaching models in this study. (4) to construct an astronomical teaching model of mixed talk - Exploration and creation and to carry out teaching practice. Based on the needs of the reform of astronomy elective courses, guided by teaching theories, such as teaching, exploration, innovation and blended learning, this study constructed the hybrid mode by using the theory deduction method. This mode is a semi open classroom teaching, which not only preserves the superiority of traditional lecture teaching, but also provides the opportunity for exploratory learning, and also provides a platform for students to create innovation. After carrying out the teaching practice, this study analyzes student works, and finds that most students can independently create wandering works by using information technology and show their knowledge and creativity. Through the questionnaire survey, we know that students agree with the application of WWT software, the setting of curriculum and the way of final examination. All of these have preliminarily proved the effectiveness of the mixed - talk - Exploration - creation model of astronomy. (5) this study uses the method of reference and innovation to construct an astronomical inquiry teaching model based on the project, and combines the characteristics of the astronomical subject to put forward the realization conditions. The model not only has the basic characteristics and advantages of project learning, but also is very suitable for teaching in the current inverted astronomical education structure. After the implementation of the teaching practice of "exploring the Chinese ancient star map" based on the college students, this study launched an interview survey. The results show that students learn Chinese star knowledge and inquiry methods, improve their interest in astronomy and information literacy, and prove the effectiveness of this astronomical inquiry teaching mode. In this project, using WWT to visualize Chinese ancient star map is a very innovative research achievement. It is applied not only to the research training of astronomical teaching, but also to the spread of Chinese ancient star culture in China. (6) this study using empirical induction, based on the middle school in the United States to implement the "moon and food" WWT VizLab teaching research, constructs the teaching mode of interactive walkthrough based on astronomical guidance. The teaching model embodies the guidance function and many advantages in the course of VizLab teaching, for example, to effectively avoid the defects of the physical model and help the teaching process.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G434;P1-4
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本文编号：1345324